Areas of learning
Personal, social and emotional development
Communication,language and literacy
Mathematical development
Knowledge & understanding of the world
Physical development
Creative development
Further develop young children's interest in castles, starting by reading a wonderful poem about a scary castle with the children.
Approach
Curriculum Guidance for the Foundation Stage (page 11) emphasises the importance of providing children with a balance of adult-led and child-initiated learning opportunities. This project, therefore:
* identifies adult-led activities to introduce or develop children's understanding of the topic through stimulating, meaningful experiences
* suggests ways to enhance areas of core provision, to consolidate children's learning about the theme. It is the practitioner's role to observe children's learning daily to inform individual children's profiles and future planning. Children should be encouraged to use the resources to support their own learning, so the possible learning outcomes will be wide-ranging and varied for each child
* advocates that settings should be organised and resourced using a 'workshop' approach so that children can access resources autonomously and independently. (See Castles, Part 1, Nursery World, 13 January 2005, page 18.)
Adult-led activities
Key to the castle
Read the children a poem in which a little girl brushes past the scary rat, spider and ghost to take the keys of the castle.
Key learning intentions
To show an awareness of rhyme and recognise rhythm in spoken words
To listen with enjoyment and respond to rhymes and poems
To respond to significant experiences, showing a range of feelings where appropriate
Adult:child ratio 1:up to 8
Resources
This is the key to the castle' by Dave Calder from Twinkle, Twinkle, Chocolate Bar by John Foster (Oxford University Press, 8.99) ,black spider glove puppet ,treasure chest with old padlock ,large shiny key ,furry rat toy or puppet ,electric lantern or night lights
Preparation
Prepare for the group storytime by dimming the main lights and providing a warm glow with the lantern or night lights. Ensure the night lights cannot be knocked over.
Activity content
* Explain to the children that they are going to hear a spooky poem about a dark castle. Check that they all feel safe and are ready to enjoy being 'scared'.
* Read or tell the poem, emphasising the patterned, rhythmic, repetitive text and the build-up to the climax.
* When the rhyme is finished, show the children the old treasure box, with the rusty locks, and the bright shiny key. Revisit some of the key elements of the story, such as the child shouting 'Boo!' and running away with the key.
* Give the puppets to children and explain that they can join in with actions when the rat and the spider are mentioned. Emphasise the cuddly nature of the puppets to any children who are apprehensive.
* Retell the rhyme, encouraging the children to join in, especially with the 'Boo!' part.
Extending learning
Key vocabulary
Castle, rusty, locks, huge, cellar, bare, rumbles, creaks, sorrow, groans, rattling
Questions to ask
* How do you think the child will find the way into the castle?
* What will happen if the key doesn't fit the lock?
* Why do you think the child came into the cellar?
* Can you think of a way to stop the creatures chasing the child?
Extension activities
* Experiment with spooky pictures, using white chalk on black paper and charcoal on white paper.
* Make rubbings of the keys.
* Make collections of rhyming objects and encourage the children to find those which rhyme:
- rat, cat, bat, hat, mat
- key, tree, bee, pea, tree
- lock, sock, wok, clock, rock.
Man the ramparts
Play an outdoor castle game.
Key learning intentions
To listen and respond to instructions
To move with confidence, imagination and in safety
To imitate and create movement in response to music
Adult:child ratio 1:up to 10
Resources
CD player and music with varying tempo ,coloured chalks ,A4 cards Preparation
* Cut out silhouettes of castles in four different colours, stick them on to A4 cards and laminate.
* Chalk four 'castle' outlines on the ground, to match the cards
Activity content
* Ask the children for suggestions about characters who may live in a castle - magicians, kings, queens, giants, monsters and animals.
* Discuss the ways in which the characters might move.
* Explain that you will call out the name of a character and when the music starts, the children have to move around and between the chalked castles.
When the music stops, call out a colour (or hold up a coloured card for younger children) and the children have to move, still in character, to the correct chalked castle.
* Before the music starts again, one child chooses another character and the game continues.
* Encourage the children to take turns at leading the game.
Extending learning
Key vocabulary
Quickly, slowly, loudly, quietly, striding, stomping, creeping, sliding, crawling, stop, start, characters, colour names
Questions to ask
* How do you think a monster moves?
* What will happen if the music changes and becomes very quiet?
* Why do you think a rat moves quickly?
* Can you think of a way to make the movements of an elderly person?
Extension activities
* Encourage the children to use the CD player and cards independently and develop new games.
* Use percussion instruments to create rhythms to accompany the music.
Child-initiated learning
Exploration & investigation area
Additional resources and support
Provide small jewellery boxes, padlocks, keys and assorted 'treasure' for children to investigate - costume jewellery, watches, beads and laces plus tweezers and sugar tongs. Encourage the children to discuss the contents of the treasure boxes. Model the use of descriptive and comparative vocabulary. Ask the children questions about the jewellery and encourage them to make links with previous experiences.
Play possibilities
* Exploring the jewellery and boxes.
* Threading necklaces and bracelets, perhaps making patterns.
* Using the jewellery to enhance role play.
* Filling and emptying boxes.
* Using the tweezers or tongs to manipulate the beads.
Possible learning outcomes
Uses a widening range of words to express or elaborate ideas.
Begins to use talk in imaginary situations.
Talks about, recognises and creates simple patterns.
Uses mathematical language to describe solid 3D shapes.
Uses one-handed tools and equipment.
Maths area
Additional resources and support
Provide silver stacking boxes and keys of assorted shapes, sizes and kinds and a set of gold for the children to sort. Make links with the poem 'This is the key to the castle'. Support the children's conversations, encouraging them to discuss what they are doing and why. 3Ask questions - where do you think that key came from? What sort of door or box do you think it could open?
Play possibilities
* Fixing the lids to the correct boxes and stacking the boxes.
* Fitting the boxes inside each other.
* Exploring the properties of the keys.
* Imagining where the keys may have come from, where they belong and what they might open.
* Hiding the keys in the boxes.
* Predicting how many keys will fit in different sized boxes.
* Playing guessing games about the number of keys hidden in boxes.
Possible learning outcomes Displays high levels of involvement in activities.
Uses the mathematical language of size.
Uses number names one to ten.
Notices similarities and differences.
Sand area
Additional resources and support
Shovels of various sizes, assorted sandcastle moulds and buckets, sandcastle flags, sea shells and pebbles, watering cans and water. Add glitter to the dry sand. Plan the experience and set it up in an attractive way.
Play possibilities
* Making connections with previous experiences - seaside trips or using a sand pit.
* Counting the sandcastles and comparing shapes and sizes.
* Exploring the properties of dry, damp and wet sand.
* Making patterns with shells and pebbles.
Possible learning outcomes Displays high levels of involvement in activities.
Interacts with others, taking turns in conversation.
Uses mathematical language in practical activities and discussion.
Counts an irregular arrangement of up to ten objects.
Investigates materials to find out more about them.
Creative workshop
Additional resources and support
Provide assorted small boxes, metallic star shapes, green garden sticks, narrow strips of gold card, glitter, sequins, glitter glue, glitter pompoms, sequin waste. Model the use of key vocabulary - glittery, shiny, sparkling, shimmering, dazzling, gleaming, metallic, sequins. Promote children's independent use of resources. Value children's own ideas and creations. Encourage children to explore, discover and express their creativity.
Play possibilities
* Designing and making treasure boxes.
* Making crowns, wands or other props to support role play.
* Engaging in role play as a wizard, fairy or princess.
* Making collage patterns.
Possible learning outcomes
Finds the total number of items in two groups by counting them all.
Selects the tools and techniques needed to shape, assemble and join materials.
Manipulates materials to achieve a planned effect.
Explores colour, texture, form and shape in two and three dimensions.
Computer area
Additional resources and support
Load 'Arthur's Sand Castle Contest' on the computer (see box below).
Develop a writing format 'I used the computer today' and provide a clipboard and pencil for children to record their use of the computer.
Model the use of the program. Support independent use of the computer program. Encourage children to record their use of the computer on the writing format.
Play possibilities
* Exploring the functions of the program.
* Browsing through the program to select a sandcastle to construct.
Possible learning outcomes:
Follows and responds to instructions.
Writes own name.
Completes a simple program on the computer.
Manipulates the mouse to create a planned effect.
Malleable materials
Additional resources and support
Provide a Tuff Spot full of Deltasand modelling sand, clay modelling tools, wooden lolly sticks. Encourage the children to use their senses to explore the properties of the material. Observe their achievements and plan to extend their learning appropriately.
Play possibilities
* Exploring properties of new material.
* Building castles and moats and designing drawbridges.
* Making marks and patterns in the sand.
Possible learning outcomes
Shows curiosity.
Has a positive approach to new experiences.
Begins to use anti-clockwise movements.
Makes marks with non-permanent media.
Uses tools and equipment.
The importance of open-ended questioning
One of the key findings of recent Effective Provision of Pre-school Education (EPPE) research (Technical Paper 10 - DfES/Institute of Education, 2003, London) is that: 'Good outcomes for children are linked to early years settings that provide adult-child interactions that involve open-ended questioning to extend children's thinking.'
However, the majority of questions that practitioners ask (over 90 per cent) are 'closed' questions. Closed questions require a single correct answer, for example:
* What colour is your jumper?
* How many cars are there?
* Do you want milk or water?
It is vital that practitioners plan to increase opportunities to ask open-ended questions (where various correct answers are possible):
* How do you think we could dry the clothes?
* What will happen if we add water?
* Why do you think Nikki isn't at nursery today?
* Can you think of a way to fix the boxes together?
Focus on Planning - Effective Planning and Assessment in the Foundation Stage, LEARN, 2004, page 51 (020 8695 9806).